Theory-building collaborative research is proposed as an alternative to the more isolated individual research efforts, which are part of the traditional academic role. This article describes a collaborative model of programmatic nursing research designed to build on previous individual research and maximize contributions of individual investigators through a carefully designed 4-year program. The program involved faculty in different clinical departments exploring health va:labels that contribute to nursing theory in family health. The investigations were designed to contribute to the theoretical constructs of attachment, family interactions, stress, and health. Both long- and short-range effects of the collaborative model are discussed relative to the complexities of implementation and the fit with the research and teaching role of faculty membership, through an exploration of four salient issues that are part of a successful collaborative project: values, goals, commitment, and power.
Bibliographical noteFunding Information:
This article was based on research supported by the Division of Nursing, Bureau of Heahh Professionals, Health Resources and Services Administration, U.S. Public Health Service, under grant number 5P01 Nu00886-03 to Patricia S. Tomlinson. Presented at the Third Annual Research Conference, sponsored by The Southern Council on Collegiate Education for Nursing and The University of Maryland School of Nursing, Baltimore, Maryland, December 2, 1984.